Extracto
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Table of Contents
ABSTRACT ... 1
1. Introduction ... 3
Statement of the Problem ... 9
Methodology ... 9
Results and Discussion ... 10
Recommendations ... 15
REFERENCES ... 16
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1. Introduction
Collaborative effort in teaching nowadays is encouraged among teachers in basic education
through peer teaching, and other strategic intervention that may be used by the teachers to
improve the teaching and learning process with the students and even the entire performance
as teacher.
Working together in teaching helps teachers to develop teamwork and become globally
competitive individuals through the help of one another. When teachers are exposed to
mentoring programs or other similar activities, skills are improved. These skills are
requirements and most sought in the 21
st
century global workplace. In some aspect, teachers
come across obstruction in time, guidance, and supports in accomplishing the entire task
assigned to them.
A quality teacher is the central criterion for the offering of quality education. Quality teaching
might be achieved through collaborative effort among teachers in the same organization.
Teachers' Mentoring Program (TMP) is a department initiative implemented to the
Technology and Livelihood Education (TLE) teachers of Pulong Buhangin National High
School to realize the functions of Master Teachers in terms of mentoring and teacher
monitoring. TMP also aims to strengthen and improve the teaching and learning process,
students' outcome, community involvement, and professional growth among TLE teachers
through a collaborative activity like multi-layered support network. Multi-layered support
network under the umbrella of mentoring program is a support structure that serves as sources
of teacher-mentee such as co-teachers, teammates, including mentor, master teacher, head
teacher and school principal. The primary focus of Teachers' Mentoring Program is to
improve the teaching-learning process across the whole curriculum of Technology and
Livelihood Education courses. It is used effectively to improve learning and teaching in all
TLE subject areas. It supports collaborative learning, develops teamwork, and helps teachers
to realize their educational and social potential. It also enhances the learning experience of
teachers taking from the Master Teachers of the school, particularly the TLE department.
Teachers will also be committed to a lifelong learning as they deeply understand the content
and skills in the TLE curriculum through mentoring.
Masters Teachers, as the "experts" in curriculum and instructions among the pool of teachers
in the department, have the competence to give advice and instructional ideas that could help
4
and assist other teachers. Bednarz, Bockenhauer, and Walk (2005) identified the character,
Mentor, as a role model engaged in a developmental process that combines intentionality
nurturing, insightfulness, support, and protection. In Education Topics (2006), the
Association for Supervision and Curriculum Development (ASCD) described mentoring as
"when a role model, or mentor, offers support to another person. A mentor has knowledge and
experience in an area and shares it with the person being mentored"
Teaching doesn't end in teacher-student interaction. Teaching requires interpersonal
relationship between peers, co-teachers, not only to develop strong organizational
relationship, but to learn from one another. Quality education depends upon the competencies
of teachers. These competencies can be realized through in-service training programs,
appropriateness and sustainability of the teaching tools used, and pedagogical practices in
facilitating the achievement of curricular goals of the Department of Education (DepEd). The
success of education lies in the effectiveness of performance of the teachers handling the
different subjects in the entire course or program. Educators play a crucial role in the
development and molding of the youth for the future. The teachers have been considered a
major factor in determining the quality of effectiveness of the program and the quality of the
students produced. Educational trends and development are characterized by innovative
methods, and approaches to improve the teaching performance of the teachers.
Sweeny (2003) quoted Yogi Berra as saying, "In theory, there is no difference between theory
and practice, but in practice there is". Berra's statement is apropos in a discussion of
mentoring in education. The literature abounds with strategies--some suggested and others
tested--for mentoring processes and mentoring programs in schools. Nearly all states require
some type of mentoring process. Everyone seems to agree that mentoring is a good thing.
However, the application of mentoring in education is inconsistent at best and in shambles
perhaps. Nationwide, teachers decried the effectiveness of mentoring as it was applied in the
schools. Some complained of difficulties in forming meaningful relationships (Tips for
Creating an Effective Mentoring Program, 2003); others found a mismatch of mentors and
mentees that failed to facilitate emotional support (Schlicte, et al., 2005). In many cases,
mentoring was mandated and a mentor was designated in name only, providing little or no
support (Odell, 1990).
5
Smith (2003) cited that in Moir's model, the primary outlook of the beginning teacher is
optimism and anticipation. The cycle of needs follows a "U" shape wherein the beginning
teacher dips into despair but comes back almost full circle towards the end of the first year to
a more positive outlook. Moir's five phases of beginning teaching can be defined as follows:
1. The primary phase is one of anticipation. The role of the teacher is romanticized and
idealistic. The teacher wants to make a difference. This phase continues into the first few
weeks of teaching.
2. There follows a phase of survival. After the first few weeks, the beginning teacher
is inundated by situations. She is expending enormous amounts of energy to establish the
routine, determine what works, and develop the curriculum.
3. A disillusionment phase comes after six to eight weeks of teaching, bringing
disenchantment. There are several stressful events which precipitate this: (a) Back-to-School
Night, (b) parent conferences, and (c) classroom observations by administrators.
4. A rejuvenation phase occurs after winter break when the teacher has had an
opportunity to rest, to spend time with family and friends, to organize, and to prepare.
5. The final phase is reflection. At the end of the school year, the new teacher has time
to reflect on practices, successful and not successful. He/she considers altering teaching
strategies, classroom management, and curriculum entering into the second year of teaching.
The argument is how to meet the professional needs of teachers in each of these phases,
especially teachers in the beginning stage of teaching. These professional needs are usually
addressed through staff development, activities that are designed to change an individual's
knowledge, understanding, behaviors, and skills. The literature provides insights into how
best practices in staff development can be applied for teacher career development. The
traditional notion of teacher learning resides in the concept of in-service training sessions.
These are often accomplished outside of the teacher's work location with no follow up within
the school or classroom. This notion has been replaced with a model of "job-embedded" staff
development (Sparks & Loucks-Horsley, 1990) which seeks to improve knowledge, skills,
and attitudes in the context of the work location.
Teacher mentoring does not delimit its purpose to the beginning teachers. Mentoring may also
be employed to the veteran teachers. Frazier (2006) found that in a secondary school in rural
East Tennessee included 8 beginning teachers, 7 of whom had received mentoring in their
first year of teaching and 1 who had received no mentoring and 13 veteran teachers, 7 of
6
whom had received mentoring in their first year of teaching and 6 who had received no
mentoring. Frazier (2006) findings are congruent with the literature in terms of perceptions of
both beginning and veteran teachers regarding effectiveness of their mentoring experiences
and recommendations for enhancing mentoring programs.
Most beginning and veteran teachers indicated that mentoring could be helpful given certain
conditions such as motivational support, encouraging communication, routine guidance in
day-to-day school operations and mentor/mentee compatibility. Some said they felt that their
own mentoring experiences actually helped them to remain in the profession. However,
obstacles to effective mentoring such as lack of adequate time, lack of physical
mentor/mentee proximity, lack of mentor interest in the process, and lack of mentoring skills
were identified.
In particular, this action research undertakes the use of Teachers' Mentoring Program as
intervention program for Technology and Livelihood Education to address the needs of TLE
teacher towards the improvement of teaching-learning process, student outcome, community
involvement, and professional growth and development.
At present, the status of teacher performance in terms of Mean Percentile Scores (MPS) of
their students in TLE subject of the recently held first periodic test for the school year 2015
2016 is around average level as shown in table 1.
The table describes that one to two teachers in every grade level have an MPS of around and
below 50. On the other hand, table 1 also shows that there are MPS results higher than 70.
This data portray an explicit opportunity for the teachers to help one another towards
improvement.
7
Table 1. Mean Percentile Scores of Students in TLE as per TLE Teachers on First Periodic
Test
Grade Level
MPS
Grade Level
MPS
TLE Grade 7
70.57
TLE Grade 9
71.05
TLE Grade 7
52.80
TLE Grade 9
61.10
TLE Grade 7
71.58
TLE Grade 9
48.79
TLE Grade 7
56.87
TLE Grade 9
62.22
TLE Grade 7
48.95
TLE Grade 9
78.80
OVERALL MEAN
60.15
TLE Grade 9
48.12
OVERALL MEAN
61.68
TLE Grade 8
81.55
TLE Grade 10
54.72
TLE Grade 8
78.25
TLE Grade 10
70.54
TLE Grade 8
75.08
TLE Grade 10
74.81
TLE Grade 8
68.77
TLE Grade 10
72.93
TLE Grade 8
48.05
TLE Grade 10
51.40
OVERALL MEAN
70.34
OVERALL MEAN
62.09
TLE teachers, as far as the record is concern, has no submitted and approved action research
for the past two years. In addition to this, TLE teachers have no submitted and approved
Income-Generating Project as well.
Table 2 describes the decreasing percentage of teachers in terms DLL submission as of the
first quarter of the school year 2015-2016. This indicates that problem occurs on the
efficiency of teachers in complying with their daily task as teachers. As per observation of the
researcher, TLE teachers suffer from specialization familiarization due to the design of TLE
courses in junior high school.
Table 2. Percentage of submitted Daily Lesson Log in the First Quarter
Month
Percentage of Submitted DLL
June
90.62 %
July
82.35%
August
76.47%
8
If the TLE Teachers will undergo TMP with Multi-level support from one another,
particularly from the master teachers as mentors, it is more likely to have a comprehensive
level of performance for the TLE teachers. TLE teachers may also incorporate the use of
online virtual environment in their mentoring process and share their insights through
telecollaboration. Telecollaborative conference is an educational endeavor that involves
people in different locations using internet tools and resources to work together (Harris,
1999).
In addition, TMP will promote the Each-One-Mentor-One (O-E-M-O) model upon the
implementation of the mentoring program. E-O-M-O is an activity by each of the TLE
teachers upon spreading the skills and competencies during mentor-mentee sessions through
another mentor-mentee session. Figure 1a shows the initial stage of the EOMO and the
9
mentoring process in the beginning of the Teachers' Mentoring Program. Figure 1b illustrates
the continuation of the first stage showing the spread of mentoring process.
Related literature and studies argue that mentoring program among teachers might be a
helpful intervention to improve and enhance the level of performance of teachers in a
collaborative and comprehensive manner.
Based on the abovementioned statements about Teachers' Mentoring Program, the researcher
wants to find out the extent of effectiveness of Teachers' Mentoring Program (TMP) in
achieving high level of comprehensive performance.
Statement of the Problem
The general problem of the study is to determine the extent of effectiveness of Teachers'
Mentoring Program (TMP) on the level of comprehensive teacher's performance.
Specifically, this study sought answers to the following questions:
1. What is the level of teacher's performance in terms of:
1.1.
Teaching-Learning Process;
1.2.
Student Outcomes;
1.3.
Community Involvement; and
1.4.
Professional Growth and Development?
2. How may the Teachers' Mentoring Program help the teachers in achieving high level of
comprehensive performance?
3. Is there a significant difference on teacher's levels of performance as they undergo
Teachers' Mentoring Program?
4. How do teachers perform their tasks with the help of Teachers' Mentoring Program?
5. How Teachers' Mentoring Program improves the performance of teachers
comprehensively?
Methodology
Mainly, quasi-experimental was employed to measure the significant difference on teachers'
performance before and after going through the TMP. In addition to this, the researcher had
set a control group in order to validate the effectiveness of the Teacher's Mentoring Program.
10
In the same manner, to employ the qualitative methodology, narrative-phenomenological
research design will be used by the researcher to describe the lived experiences among
teacher-respondents as they undergo the process of TMP.
Best (1989) defined descriptive method as useful in describing and interpreting phenomena, in
analyzing relationship of variables, testing hypothesis and in the development of
generalization. In the study, this proved very useful in describing the process of Teachers'
Mentoring Program. Descriptive research, as defined by Good (1994) describes the conditions
or relationships that exist, and effects that are evident. It is primarily concerned with the
situation existing during the study and explores causes or explanations for the particular
phenomenon qualitatively or quantitatively.
Results and Discussion
For the purpose of clarity in the presentation and interpretation of the data in this qualitative
research, the data gathered is presented and interpreted in order based on the statement of the
problem raised in the previous part of this research.
Teaching and Learning Process. Teachers' objectives set in their individual performance
commitment review form have met as the researcher assessed the submitted daily lesson log
in during the second quarter of the school year 2015-2016.
Table 4 illustrates the percentage of submitted daily lesson log as submitted by the TLE
teachers during the second quarter. Teachers who failed to comply with the submission of
lesson log were being mentored by the master teachers through multi-layered support.
Table 4. Percentage of submitted Daily Lesson Log in the Second Quarter
Month
Percentage of Submitted DLL
September
95.59 %
October
98.04%
November
91.12%
As a result, the percentage of the daily lesson log submitted is described
as: September 95.59
percent; October 98.04 percent; and November 91.12 percent.
11
Table 4 validates that teacher's mentoring program helps teachers to be efficient employees of
the department, the school rather, in performing their tasks as teachers. Garcia, in an interview
conducted on December 9, 2015, stated the she is confident enough to execute her lesson as a
result of the mentoring program.
Students Outcomes. Another performance indicator prescribed by the Department of
Education through Result-Based Performance Management System Individual Performance
Commitment and Review Form is the development and enhancement of student's
performance and progress. The primary baseline data used in this action research as pointer of
display of the initial performance of the students in their Mean Percentile Score based on the
result of the first quarter examination.
Table 5 illustrates the simple comparison between the Mean Percentile Scores of first and
second quarters of the school year. It shows that teachers who were not undergone mentoring
program had a decreasing MPS from first grading period with an MPS of 60.15 down to
second grading period with an MPS of 57.41.Table 5. Comparison of Mean Percentile Scores
(1
st
& 2
nd
Grading Periodic Test)
Table 5. Comparison of MPS in TLE between Control and Experimental Groups.
Grade Level
MPS 1 MPS 2
Grade Level
MPS 1 MPS 2
Control Group
70.57
67.88
Experimental Group
71.05
82.61
52.80
59.53
61.10
65.00
71.58
52.70
48.79
61.32
56.87
50.22
62.22
72.55
48.95
56.71
78.80
76.22
OVERALL
MEAN
60.15
57.41
48.12
64.03
OVERALL MEAN
61.68
70.29
Table 6 illustrates the group statistics between the control and experimental groups during the
first and second grading periods. As indicated in the table below, on one hand, the mean of
the control group was 60.15 and the experimental group was 61.68 as pre observation was
conducted. On the other hand, the statistics on post observation was 57.40 for the control
group and 70.29 for the experimental group.
12
With a glimpse, the data shows that there is an increase in the mean within the experimental
groups from the first grading period of 61.68 to second grading period of 70.29. In contrast,
the control group decreased in its mean from first grading period of 60.15 to second grading
period 57.40.
Table 6. Group Statistics of First and Second Grading Period
Group Statistics
Group
N
Mean
Std.
Deviation
First Grading Period
Control
5
60.15
10.36149
Experimental
6
61.68
12.0958
Second Grading Period
Control
5
57.40
6.86450
Experimental
6
70.29
8.24242
To interpret the previous table in other perspective of statistics, table 7 represents the analysis
of t-test of independent samples. It is clearly illustrated that the level of significance of MPS
during the first grading period is 0.827 and found no significant difference. Alternatively, it
evidently shows that the level of significance of MPS during the second grading period is
0.020 and found a highly significant difference.
Table 7. Analysis of t-test of Independent Samples on MPS
Independent Samples Test
t-test for Equality of Means
t
df
Sig. (2-tailed)
First Grading Period
-.225
8.979 .827
Second Grading Period
-2.828
8.997 .020
Table 7 stated that the use of Teacher's Mentoring Program improves the performance of
teachers in terms of students outcomes. The table justifies the effectiveness of the intervention
program for the TLE teachers through the projected level of significance. From the data
interpretation of no significant difference during the first grading period to the data
interpretation of a highly significant difference during the second grading period, the
13
researcher rejects the null hypothesis stated on the earlier part of this study in terms of
students' outcomes.
Another table revealed the data on the paired sample t-test within the control and the
experimental groups of this study. Table 8 explains that there are no significant differences
within control group as figured out to 0.603 level of significance during the first quarter of the
exam.
Table 8. Paired Sample Test within Control and Experimental Groups
Paired Samples Test
Paired Differences
t
df
Sig.
Mean
Std.
Deviation
Std.
Error
Mean
Within the Group
(Control)
2.74600
10.90551
4.87709
.563
4
.603
Within the Group
(Experimental)
-8.60833
6.74859
2.75510
-3.125
5
.026
On the other hand, there are significant differences within experimental group as figured out
to 0.026 level of significance during the second quarter of the examination. This explains that
the mean results among the two groups on their first grading period MPS have the same level
of significance in which no mean/s affect the other to acquire higher or lower overall mean.
Another explanation is applicable to the result of the paired sample t-test projected in the
second grading period which is also interpreted as there is a significant difference.
Community Involvement. Another priority of the Teacher's Mentoring Program is to
develop and establish the community relation among the TLE teachers through involvement
on community-related activities. As a result of TMP, teachers were able to conduct and be
involved in a community-related activity within the municipality as they participated in a Tree
Planting community project. This eventually signifies the fruitful and productive result of the
collaborative work of all the TLE teachers through TMP and multi-layered support within the
department. To generalize, TMP helps improve the performance of the TLE teachers in terms
of community involvement.
14
Professional Growth and Development. Professional growth and development does not
necessarily mean of educational advancement. It also entails professional accomplishments
and recognition received by the teachers or even the department. Through the implementation
of Teachers' Mentoring Program, teachers were able to accomplish income-generating project
which were submitted and approved by the DepEd Schools Division Office and now ready for
next school year's implementation. Another evidence of the accomplishments of the teachers
through the implementation of Teachers' Mentoring Program was the land slide victory as the
teachers won 7 contests out of 7 contests which were being participated by the TLE students.
This achievement was a result of multi-layered support through Teachers' Mentoring
Program. In addition, TLE teachers also conducted educational tour with around 1,500 out of
3,300 which accumulate 50% of the total school population who participated. Multi-layered
support of teachers through mentoring enables the teachers to have effective organizational
planning and positive attitude of teachers towards productive performance.
To wrap up, the argument and discussion stated that Teachers' Mentoring Program (TMP)
improves the performance of teachers in different perspective and comprehensively.
Teachers' Mentoring Program helps the teachers to have a higher level of performance in
terms of teaching and learning process, student outcomes, community involvement, and
professional development. This implies that Teachers' Mentoring Program is highly
significant intervention toward improvement of a comprehensive performance of teachers in
TLE.
Mentoring has been effective and helpful for both mentors and mentees. Mentors are able to
upgrade their competencies in order to step ahead from their mentees. In an interview, a
Master Teacher and mentor of TLE Department, stated that mentoring helped her a lot to
become more self-disciplined because she believes that she is always being watched by her
mentee. The Mentor also stated that her mentee a lot particularly in teaching the subject. This
statement validates that mentoring is a quite help in improving the performance and
proficiency of the teachers.
15
Recommendations
On the bases of the foregoing conclusions, the following were set forth:
1. Since the Teachers' Mentoring Program has been implemented in TLE department and
found improved the comprehensive performance of the TLE teachers, it is recommended
for it to be implemented to the other subject areas.
2. Principals of schools should implement the Teachers' Mentoring Program in a larger
perspective such as TMP among department heads or among teachers across subject
departments
3. DepEd administrators should include teacher mentoring as one of the topics on a seminar
or in-service training.
4. Another level of study should be conducted concerning on the students' mentoring
program or mentoring intended for school department heads or coordinators.
16
REFERENCES
Best, J. W. (1989). Research in Education, New Jersey: Prentice Hall.
Education Topics. (2006). Mentoring. Association for Supervision and Curriculum
Development,
Alexandria,
VA.
Retrieved
August
3,
2015,
from
http://www.ascd.org/portal/site/ascd/menuitem.edc5d88da476
dedddeb3ffdb62108a0c/;jsessionid
Eisner, E. (1998). The enlightened eye: Qualitative inquiry and the enhancement of
educational practice. Prentice Hall. Saddle Brook, New Jersey.
Frazier, Mike (2006). An Evaluation of Perceptions of a Mentoring Program of Beginning
Teachers in a Rural East Tennessee Secondary School. Published Doctoral
Dissertation. East Tennessee State University.
Fuller, F. (1969). Concerns of teachers: A developmental conceptualization. American
Educational Research Journal, 6(2), 207-226.
Good, Carter V. (1994) Methods of Research, New York: Appleton-Century-Crofts
Educational Division, Meredith Corp.
Moir, E. (1991). A guide to prepare support providers for work with beginning teachers:
Training module. In S. Garmston & C. Bartell (Eds.), New teacher success: You can
make a difference. Riverside, CA: California Department of Education and
Commission on Teacher Credentialing.
Odell, S. (1990). Support for new teachers. In T. M. Bly & C.T. Holmes (Eds.), Mentoring:
Developing successful new teachers (pp. 3-24). Reston, VA: Association of Teacher
Educators.
Sweeny, B. (2003). Using research to inform mentor practice. International Mentoring
Association
Web
Site.
Retrieved
July
24,
2015,
from
http://www.mentoringassociation.org/membersOnly/Process/RsrchInPrac.htm
Schlicte, J., Yssel, N., & Merbler, J. (2005). Pathways to burnout: Case studies in teacher
isolation and alienation. Preventing School Failure, 50, 35-40.
Smith, Judith J. (2003). Forces Affecting Beginning Teacher/Mentor Relationships in a Large
Suburban School System. Published Doctoral Dissertation. Virginia Polytechnic
Institute and State University
Tips for creating an effective mentoring program for new teachers. (2003). Curriculum
Review, 42, 6.
Final del extracto de 16 páginas
- Citar trabajo
- Dr. Rico Paulo Tolentino (Autor), 2016, Teachers' Mentoring Program. Intervention Towards A Comprehensive Teachers' Performance, Múnich, GRIN Verlag, https://www.grin.com/document/338595
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